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Our consultants are available to speak at your events.
Rhona Sharpe is Professor of Learning and Teaching. She has given many keynotes and presentations.
George Roberts has an international reputation on community, identity and learning online and off. He has given Keynotes and invited presentations:
Personal development planning, portfolios, e-portfolios, assessment and reflective learning.
Mark Childs has an international reputation in developing practice to support online collaboration and communication. His learning approaches build on the idea of telepresence and embodiment, which underpin new explorations of digital identity and literacy. Mark has been an invited speaker and presented keynotes at the following:
"It was quickly apparent to me that Mark was one of those people that when he spoke, it was important to listen to him. His understanding of education in a virtual medium transcended the too-often seen rush to technology as a solution. His understanding of pedagogy and the necessity of placing it before the simple adoption of technology caught my attention. Since then, I have read much of his writing and use it to inform my own work." Dr Paul Jerry, Athabasca University
The Course Design Intensive (CDI) is a team-based curriculum development process. It is intended for whole degree programmes, as opposed to modules or units. Typically the process spans several months and involves consultancy and 2 or 3 days of workshops organised by OCSLD. To read more about the origins, development and benefits of the CDI process see Dempster et al (2012), Benfield (2008a) and Benfield (2008b). CDIs are for course teams who have already decided to develop one or more specific curriculum objectives, e.g:
The idea is that course teams bring their syllabus, learning outcomes, assessment regime, etc, and we supply experienced educational developers, learning technologists and subject librarians and work together to (re)design your course. The aim is to do course design in a concentrated, collaborative way. Originally developed to support Technology Enhanced Learning, CDIs worked so well that they are now used to support curriculum development of all kinds. The process has been adopted by several UK universities, including the University of Brighton, Coventry University, Robert Gordon University and the University of Oxford. The CDI process has also been taken up in Australia. In 2013 Greg Benfield, who leads the CDI process at Brookes, was appointed Visiting Fellow at Victoria University, Melbourne, to help establish the process for supporting an ambitious university-wide curriculum renewal project (for more information see Curriculum renewal at Victoria University, Melbourne). You will find an extensive set of resources, including archives of CDI resources and materials on our CDI wiki.
Many of our resources are freely available online.
"We were keen to gain a fresh, external perspective on course development. We had heard about the OCSLD Course Design Intensive process [from Rhona Sharpe when she visited us to speak at an event]. We were also aware of OCSLD's experience and reputation. The training was very successful in that the facilitators really promoted dialogue within the course team, and made it a low-bureaucracy exercise. We are seeing course teams continuing to use the methodology, in particular to promote and support whole-course enhancement"
Professor Alan DavidsonDean for the Enhancement of Learning, Teaching and AssessmentRobert Gordon University
"The first thing to say is that the work they did for us was incredibly helpful and useful. We are attempting to build a very complex university wide programme with numerous competing ideologies and requirements. The CDI developed for us moved us lightyears ahead. I would never have been able to get us moving so far and so quickly without them. Every session was useful and the participants were engaged, energised and enthusiastic about what we are trying to do. That was in large part down to the planning and facilitation that George [Roberts] and Mark [Childs] did. George was particularly good at the facilitation of the sessions. He also helped pull ideas together and get them down in a way that kept us moving forward. The combination of really understanding mundane QA procedures and processes, having expertise in curriculum development, using groupwork skills and having an external eye was so powerful and helpful. Well worth the money!"
Professor Tim KellyProfessor of Social Work and Dean of the School of Education and Social Work University of Dundee